De nombreuses études longitudinales ont montré un lien causal entre habiletés phonologiques précoces et plus tard le développement de la lecture et de l’écriture chez l’enfant entendant (Bryant, MacLean, Bradley & Crossland, 1990). Pour apporter une contribution aux connaissances concernant ce lien chez les enfants sourds, nous avons réalisé une étude longitudinale qui s’échelonne de la troisième maternelle à la seconde primaire. Les performances d’enfants sourds sévères et profonds prélinguaux exposés (précocement vs tardivement) ou non au Langage Parlé Complété (« LPC », code manuel destiné à lever l’ambiguïté de la lecture labiale seule) sont comparées à celles d’enfants entendants de même âge chronologique. Diverses épreuves phonologiques, de lecture et d’écriture ont été proposées. Les résultats ont montré que les habiletés phonologiques précoces prédisaient le niveau de reconnaissance de mots écrits en première primaire chez les enfants sourds comme chez les enfants entendants. Cependant, un effet plus important de l’apprentissage de la lecture est observé sur le niveau d’habiletés phonologiques, de lecture et d’écriture lors des deux premières primaires chez les enfants sourds. De plus, les performances des enfants sourds exposés précocement au LPC ne diffèrent pas de celles des enfants entendants et sont plus élevées que celles des autres enfants sourds, en particulier en première et seconde primaire. L’exposition précoce au LPC permettrait donc le développement de représentations phonologiques précises et par conséquent l’utilisation d’un décodage phonologique efficace en lecture et en écriture au début de l’apprentissage de la lecture. / Longitudinal studies have shown a causal connection between early phonological skills and later literacy development in hearing children (Bryant, MacLean, Bradley & Crossland, 1990). The aim of our study is to investigate whether early phonological skills predict later literacy performance in deaf children either exposed (early versus late) or not exposed to Cued Speech (“CS”, a manual system delivering phonetically augmented speechreading through the visual modality). Different phonological and literacy tasks were administered from kindergarten to seconde grade. The results show that the early phonological skills in kindergarten predict written word recognition in first grade in the deaf as well as in the hearing groups. However, an effect of learning to read seems to be more important on the level of phonological and literacy skills during the first and seconde grade in deaf children. In addition, the performances of early CS users do not differ from those of hearing children and are higher than those of the other deaf children, especially in first and second grade. Early exposure to Cued Speech may permit the development of accurate phonological representations and, consequently, the use of accurate phonological decoding to recognize written words and to spell at an early stage in learning to read. / Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Literature indicates that inclusion of deaf children in mainstream schools is a complex process and that it has eluded many deaf practitioners and education systems for a very long time. New research is, however, pointing to the potential for sign bilingual education as a viable strategy for improving inclusivity of deaf children in mainstream settings. The purpose of the current study was, therefore, to interrogate how sign bilingual education was used as a strategy for inclusion of deaf children in Zimbabwe. The study was premised on Cummins Linguistic Interdependence theory and adopted the mixed methods paradigm which is informed by the philosophy of pragmatism. The sequential explanatory design was utilized and participants were selected using random sampling for the quantitative phase and purposive sampling for the qualitative phase. Questionnaires, face-to-face and focus group interviews (FGIs) were used to elicit data from participants. These data were presented on SPSS generated graphs and analysed using frequency counts, percentages and inferential statistics based on the analysis of Spearman’s Rank Order Correlation Coefficient at 5% level of significance (p=0.005). Consequently, qualitative data were presented as summaries and direct quotes and analysed using thematic and content analyses. The results revealed that the conception, hence the practice of sign bilingual was limited and had challenges, but that it had the greatest potential benefits for inclusion of deaf children in mainstream schools in Zimbabwe. On these bases, the study recommended training of teachers and parents as well as staff development of the teachers and school administrators. The study also recommended adoption of best practices such as early exposure, co-teaching, co-enrolment, multi-stakeholder participation, turning special schools into resource centers for sign bilingual education and inclusion and embracing ICT. A further recommendation pointed to review of policy in line with best practices. Ultimately, the study proposed a framework for sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe. / Inclusive Education / Ph. D. (Inclusive Education)

South Africa has recently made a significant move towards support for deaf learners in inclusive education settings. Educators in inclusive classrooms are considered primary resources for the development of the strengths and competencies of these learners. Successful inclusion of deaf learners often depends on the skills of classroom educators. Nevertheless, educators often have little or no knowledge regarding support for deaf learners in inclusive classrooms. The experiences of deaf learners were investigated in order to understand the unique needs of these learners. The aim of the research was to add bottom-up approaches to the range of curriculum adaptations necessary to support deaf high school learners within inclusive education in South Africa. A mixed methods approach was employed, using both quantitative and qualitative approaches in a triangulation research design. The findings that emanated from the quantitative research served to complement the findings from the qualitative study. The results of the empirical study were supported by the literature review to formulate practical guidelines for assisting educators to accommodate the curriculum in order to support deaf learners. These guidelines might enable educators to respond positively to the needs of deaf learners and ensure that their inclusion in the regular school is successful. / Inclusive Education / D. Ed. (Inclusive Education)

Thesis (DPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Disabled adolescents are vulnerable to HIV infection particularly in countries like South Africa which has one of the largest HIV epidemics in the world. Like able-bodied adolescents, adolescents with disabilities are at a critical stage of their psychosocial and sexual development. They may be at risk of sexual abuse as perpetrators may believe that they are incapable of defending themselves or reporting the crime to the authorities. Deaf or hard of hearing adolescents are vulnerable to HIV/AIDS due to similar risk factors to other disabled adolescents. They also face difficulties in communicating with hearing people and receiving information in sign language, and they share characteristics with minority ethnic groups, which make them hard to reach for HIV prevention campaigns. There is a paucity of research in South Africa investigating the role of schools for Deaf and hard of hearing adolescents in delivering appropriate HIV and sexuality education to their learners. This thesis is an exploratory study and investigates HIV prevention issues for Deaf or hard of hearing adolescents in South Africa. More specifically, I aim to determine the ways in which participants believe schools, health systems and other organizations contribute or fail to contribute to the HIV/AIDS prevention needs of Deaf and hard of hearing adolescents. The study includes qualitative interviews with employees of Deaf organizations, educators of Deaf and hard of hearing adolescents, parents of Deaf and hard of hearing adolescents and Deaf and hard of hearing adolescents themselves in relation to sexuality and HIV related issues. Results indicate that Deaf organizations have an interest in the HIV prevention needs of the Deaf community and in Deaf schools. However they have experienced obstacles in delivering HIV education to learners. These obstacles include communication barriers as well as the fact that religious environments in some of the schools may not always be experienced as conducive to HIV education. Although all educators of Deaf and hard of hearing adolescents interviewed in the previous phase of the study were aware that their learners are at risk of HIV/AIDS, some educators of Deaf and hard of hearing adolescents were constrained by the same issues of morality and religious conviction discussed in the first phase. Some participants had made efforts to produce appropriate HIV and sexuality materials for Deaf learners. Parents of Deaf and hard of hearing adolescents were affected by communication barriers with their children but seemed unaware of the religious ethos of many of the schools their children attended. The Deaf and hard of hearing adolescents knew they could be at risk of HIV/AIDS. Some displayed poor knowledge of HIV transmission. There are a number of issues to be addressed if schools for Deaf and hard of hearing learners are to provide adequate HIV/AIDS prevention information to their learners. / AFRIKAANSE OPSOMMING: Gestremde adolessente is kwesbaar vir MIV-infeksie veral in lande soos Suid-Afrika wat een van die grootste MIV-epidemies ter wêreld het. Soos nie-gestremde adolessente is gestremde adolessente in 'n kritieke stadium van hul psigososiale en seksuele ontwikkeling. Oortreders van seksuele misbruik mag gestermde adolessente beskou as sagte teikens aangesien daar die persepsie is dat hulle minder in staat is om hulself te verdedig of minder geneig is om `n misdaad by die owerhede te rapporteer. Dowe of hardhorende adolessente is kwesbaar vir MIV / VIGS vir redes war soortgelyk is aan die van ander gestremde adolessente. Dowe of hardhorende adolessente vind dit problematies om met horende (nie-gestremde) mense te komminikeer, inligting in gebaretaal te ontvang, en deel eienskappe met etniese minderheidsgroepe wat dit moeilik maak om hulle deur middel van MIV voorkomingsveldtogte te bereik. Daar is 'n gebrek aan navorsing in Suid-Afrika oor die rol wat skole vir dowe en hardhorende adolessente speel in die lewering van geskikte MIV en seksualiteitsopvoeding. Hierdie proefskrif verken en ondersoek kwessies met betrekking tot MIV-voorkoming onder dowe en hardhorende adolessente in Suid-Afrika. Meer spesifiek was die doel van hierdie studie om vas te stel wat deelnemers se persepsies is oor die bydrae of gebrek aan bydrae van skole, gesondheids-en ander organisasies tot die behoeftes van dowe en hardhorende adolessente wanneer dit kom by die voorkoming van MIV/ VIGS. Gedurende die studie is kwalitatiewe onderhoude met die volgende deelnemers gevoer: die werknemers van organisasies vir dowes; die onderwysers van dowes, ouers van dowe en hardhorende adolessente. Die onderhoude het hoofsaaklik gehandel oor seksualiteit en MIV-verwante kwessies onder gehoor gestremde adolessente. Die studie het bevind dat organisasies vir dowes `n belangstelling toon in die behoeftes van dowe gemeenskappe en skole vir dowes wanneer dit kom by MIV-voorkomming. Hulle het dit egter met tye problematies gevind om leerders op te voed oor MIV weens verskeie hindernisse. Hierdie hindernisse sluit in kommunikasie-hindernisse sowel as die godsdienstige etos wat wat in sommige skole teenwoordig is en wat nie altyd bevorderlik is tot MIV-onderrig nie. Alhoewel al die opvoeders van dowe en hardhorende adolessente gedurende die vorige fase van die studie aangedui het dat hul wel bewus is van leerders se risiko vir MIV/VIGS word sommige van hulle beperk deur bogenoemde kwessies van moraliteit en godsdienstige oortuiging. Sommige deelnemers het daarop gedui dat hul pogings aangewend het om geskikte materiaal te produseer wat spreek tot MIV en seksualiteit onder dowe leerders. Ouers van dowe en hardhorende adolessente was bewus van en word beïnvloed deur kommunikasie-hindernisse, maar was nie bewus van die godsdienstige etos van die skole wat hul kinders bywoon nie. Dowe en hardhorende adolessente was bewus daarvan dat hulle die risiko loop om MIV / vigs op te doen, maar dit blyk dat sommige min kennis dra oor MIV-oordrag. Daar is 'n aantal kwessies wat aangespreek moet word voordat skole vir dowes en hardhorendes instaat sal wees om geskikte MIV/VIGS voorkomingsprogramme aanbied te bied wat voldoen aan die behoeftes van leerders.

Thesis(MEd)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Traditionally, schools for Deaf learners taught the language arts within a behaviouristic model with the result that language was broken down into parts and sub-skills and presented in a de-contextualised way. This approach to teaching was sequentially building from the simplest to the most complex form. In contrast to this, the Whole Language approach focuses on a holistic and integrated approach where all language forms are contextualised. Deaf learners need to acquire language as well as develop language before actively engaging in oracy and literacy. With the acceptance of Sign Language as part of the Total Communication philosophy, the medium of instruction is English/Afrikaans/Xhosa in the printed and written form. This necessitates a move towards an approach in which the teaching and learning of language is meaningful, as well as functional such as the Whole Language approach which includes aspects of constructivist theory, appropriate beliefs and effective practice. This research focused on the factors influencing teachers' acceptance and problems experienced as well as the literacy development of the Deaf learner during implementation and facilitation of the Whole language approach. The qualitative design accommodated the exploratory contextual nature of this type of research. The research methodology was a qualitative case study, consisting of three experienced teachers of the Deaf and twenty Deaf learners with varying degrees of hearing losses and mixed language abilities. The methods used during data collection were interviews, journal entries, workshops, and observations. Data analysis was done by using the procedure of open coding where manageable units of data were coded into categories and themes. These themes and categories were interpreted and correlated with the literature. The researcher facilitated the implementation of the Whole Language approach by providing the resource material, building trusting relationships and continuously consulting with the teachers involved in the study. The findings of the study shows that learners abilities such as confidence, risk taking, interest, power sharing, trust, motivation and active learning contributed to learners engaging in the language system - oracy and literacy whilst it extended and enriched the teachers' practices and teaching strategies. / AFRIKAANSE OPSOMMING: Tradisioneel het skole vir Dowe leerders taal binne 'n behaviouristiese raamwerk onderrig wat tot gevolg gehad het dat taal in kleiner eenhede en subvaardighede, sonder 'n bekende konteks, aangebied is. Hierdie benadering is stapsgewys aangebied vanaf die eenvoudigste tot die mees ingewikkelde vorm. Hierteenoor staan die Geheeltaalbenadering waar klem geplaas word op 'n holistiese, geïntegreerde benadering waar alle taalfasette gekontekstualiseer word. Die verwerwing en ontwikkeling van taal is 'n voorvereiste vir die Dowe leerder se kommunikasie ("oracy") - en geletterdheidsvaardighede (lees en skryf). Met die aanvaarding van Gebaretaal as deel van die Totale kommunikasie filosofie, word Engels/Afrikaans/Xhosa die onderrigmedium ten opsigte van lees en skryf. Gevolglik is dit noodsaaklik om 'n benadering te volg waar klem gelê word op betekenis om sodoende aan die taalbehoeftes van die Dowe leerder te voldoen. Die Geheeltaalbenadering voldoen aan hierdie vereistes ten opsigte van die teoretiese begronding, die konstruktivistiese filosofie, toepaslike geloofsisteme asook die effektiewe praktyk. Hierdie navorsing is toegespits op die geletterdheidsontwikkeling van die Dowe leerder en die faktore wat die onderwysers se aanvaarding tydens implementering en fasilitering van die Geheeltaalbenadering 'n rol gespeel het. Die kwalitatiewe aard van die navorsingsontwerp het In verkennende en kontekstueel-beskrywende vorm aangeneem. Die navorsingsmetodologie het gebruik gemaak van 'n enkel gevallestudie waaraan drie ervare onderwysers en twintig Dowe leerders deelgeneem het en verskillende grade van gehoorverlies en taalvaardigheidsvlakke openbaarhet. Die metode van data-insameling wat gebruik is, is onderhoude, joernaalinskrywings, werkswinkels en observasie. Die data-ontleding was gedoen deur gebruik te maak van 'n cop koderingsprosedure, waar hanteerbare data-eenhede gekodeer is in temas en kategorieë. Laasgenoemde is met behulp van literatuur geïnterpreteer en gekorreleer. Die navorser het die Geheeltaalbenadering geïmplementeer en gefasiliteer, deur hulpmiddels te voorsien, sowel as om betroubare verhoudings en effektiewe samewerking tussen kollegas te bewerkstellig. Die bevindinge van hierdie studie het gedui dat leerders se vaardighede soos motivering, bereidheid om te waag, belangstelling, wedywering en vertroue 'n bydrae gelewer het tot h/sy inskakeling as aktiewe leerder ten opsigte van die taalsisteem (kommunikasie en geletterdheid) terwyl die onderwysers se onderwyspraktyk en onderrigstrategieë uitgebrei en verryk is.

The purpose of this study was to determine the effectiveness of Filial Therapy training in increasing teachers of deaf and hard of hearing preschool students': 1) empathic responsiveness with their students; 2) communication of acceptance to their students; 3) allowance of self-direction by their students. A second purpose was to determine the effectiveness of Filial Therapy training in reducing experimental group students': 1) overall behavior problems; 2) internalizing behaviors; and 3) externalizing behavior problems. Filial Therapy is a didactic/dynamic modality used by play therapists to train parents and teachers to be therapeutic agents with their children and students. Teachers are taught primary child-centered play therapy skills for use with their own students in weekly play sessions with their students. Teachers learn to create a special environment that enhances and strengthens the teacher-student emotional bond by means of which both teacher and child are assisted in personal growth and change. The experimental group (N=24) consisted of 12 teachers, who participated in 11 weekly Filial Therapy training sessions (22 total instructional hours) during the fall semester at the preschool of a center for communications disorders, and 12 students chosen by the teachers as their student of focus. Teachers and students met once a week during the training for 30 minute teacher student play sessions in a room specified for this purpose. The non-treatment comparison group received no training during the 11 weeks. Teacher participants completed two written instruments: the Child Behavior Checklist/Caregiver-Teacher Report Form and the Meadow-Kendall Social-Emotional Assessment Inventory for Deaf and Hearing Impaired Students. Teachers who received Filial Therapy training were videotaped during student teacher play sessions. The videotaped sessions were used for pretest and posttest evaluation for the Measurement of Empathy in Adult-Child Interaction. Analysis of covariance revealed the children in the experimental group significantly decreased overall behavior problems. Teachers in the experimental group increased communication of empathy with their students of focus, significantly increased their attitude of acceptance with their students, and significantly increased in their ability to allow the students appropriate self-direction. This study supports Filial Therapy as an effective method of training teachers of deaf and hard of hearing preschool children to be therapeutic agents of change with their students.

Made available in DSpace on 2016-04-29T14:16:42Z (GMT). No. of bitstreams: 1 Lidiane Helena Reinaldo Franco.pdf: 2067523 bytes, checksum: 066388260f432c2d1f80d44c988131ef (MD5) Previous issue date: 2015-05-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The deaf community in Brazil, according to the Census of the IBGE 2010 presents 344,2 thousand deaf people, our country recognized the Brazilian Language of Signs in April of 2002, from this period we are having new legal directives specific to the population that needs accessibility and social integration through the language of signs. We present the history of the language of signs and the current situation of the familiar arrangements, to articulate in specific way with children s parents with deficiency in the area of the deafness. We have described the impact that takes place and wraps the parents at the moment of the discovery of the deafness, all suffering that is brought near to a sort of mourning. Consequently it causes initially a distancing of the parents caused by the deafness in their-self like an escape behavior presented by many people. That does so that the deaf child is damaged in his process of formation bio-psycho-social from his early childhood, which compromises the child s life. Our subject refers to the basic necessity of the knowledge of the language of signs like the form of communication between parents listeners and children with deafness. Looking forward that these families could have access and knowledge on the Brazilian Language of Signs and the importance of the apprenticeship of the language of signs like mediation of the development of the communication between the family and in the society. Strengthening the formation of the identity of the deaf person, and his social composition, aiming at his process of preparation and formation for an adult life with the Brazilian Language of Signs. Working as bridge between the individual and the global formation like a social being. We registered the deep paper of the Social Service professionals and other areas that act in contact with the society creating the opportunity to acquire knowledge and demystify prejudice and bring the opportunity with current technicians who could have positive differentials for intervention in the interdisciplinary teams.The realization of the research happened at two moments while checking the research carried out in 2010 with parents in adult age and from the interviews carried out in 2014 with two mothers listeners with deaf adult children. The analysis of the contents presents points of reflection of as we can intervene in an efficient form for professionals' formation with sights in the inclusion. We are interested in looking for new ramifications and partnerships for discussions. And last but not least, we hope it can provide for those who have son/daughter to emerge for the overcoming of hamper ways of the communication. Also the wakening of professionals and of the academic community for a theme that wraps the whole society / A comunidade surda no Brasil, segundo o Censo do IBGE 2010 apresenta 344,2 mil pessoas surdas, nosso país reconheceu a Língua Brasileira de Sinais em abril de 2002, desde este período estamos tendo novos direcionamentos legais específicos à população que necessita de acessibilidade e integração social por meio da língua de sinais. Apresentamos a história da língua de sinais e os atuais engendramento dos arranjos familiares, para articular de maneira específica com aquelas que possuem filhos com deficiência na área da surdez. Buscamos descrever o impacto que ocorre e envolve os pais no momento da descoberta da surdez, todo sofrimento que se aproxima a uma espécie de enlutamento, em via de regra, causa inicialmente um distanciamento dos pais, seja causada pela surdez em si, seja pela fuga acometida por muitos. Isso faz com que a criança surda seja prejudicada em seu processo de formação biopsicossocial desde a sua primeira infância, que acaba por comprometer toda sua vida. Nosso tema se refere à necessidade fundamental do conhecimento da língua de sinais como forma de comunicação entre pais ouvintes e filhos com surdez, visando que essas famílias possam ter acesso e conhecimento sobre a Língua Brasileira de Sinais e a importância do aprendizado da língua de sinais como mediação do desenvolvimento da comunicação entre a família, na sociedade, como fortalecimento da formação de identidade do sujeito surdo, de sua composição social, visando seu processo de individuação e formação para vida adulta e a Língua Brasileira de Sinais, faz uma ponte entre o individuo e sua formação global como um ser social. Registramos o papel fundamental de formação dos profissionais do Serviço Social e outras áreas que atuam em contato com a sociedade, oportunizando o conhecimento, a desmitificação do preconceito e a oportunidade de termos na atualidade técnicos que possam ter diferenciais para intervenção nas equipes interdisciplinares. A realização da pesquisa deu-se em dois momentos ao contemplar resultados da pesquisa realizada em 2010 com pais ouvintes e filhos surdos em idade adulta e das entrevistas realizadas em 2014 com duas mães ouvintes com filhos surdos adultos. A análise dos conteúdos apresenta pontos de reflexão de como podemos intervir de forma eficaz para formação de profissionais com vistas a inclusão. Estamos interessados em buscar novos desdobramentos e parcerias para discussões. Por fim esperamos fornecer àqueles que possuem filho(a) surdo(a), caminhos para a superação dos entraves da comunicação e o despertamento de profissionais e da comunidade acadêmica para uma temática que envolve toda a sociedade

This study examined the interrelationships among English language structures (phonological knowledge, morphological knowledge, silent word reading fluency) and reading comprehension in a group of 45 deaf and hard of hearing students in grades 3 to 8, taking into account their demographic characteristics. Simple Pearson correlations, multiple regression analyses, and an independent samples t test were used in this study. Results indicated that morphological knowledge was the significant variable positively associated with reading comprehension over and beyond the other predictors (phonological knowledge and silent word reading fluency) and the demographic covariates (home language, age, and gender).

Learners who are deaf and who are using the auditory oral approach are currently included in ordinary schools in South Africa. By default, most educators are not adequately trained to include these learners successfully. Transformation and train-ing, specific to the context of inclusive education, is thus undeniable. Therefore, in order to address the development of full-service schools to include learners who are deaf and who are using the auditory oral approach, a literature study on the nature of inclusive education with the focus on full-service schools to include the mentioned learners, took place. A qualitative study was conducted and data was gathered by interviews with six, learners, parents and educators. The findings were corroborated with the literature study with a view to addressing learner and system needs in order to include these learners successfully in a full-service school. Based on the findings, recommendations are made to address the development of full-service schools to include the mentioned learners. / Educational Studies / M. Ed.

Thesis (doctoral)--Göteborgs universitet, 2005.